Abstract
Despite over a century of advocacy by social studies scholars and professionals and the development of curricular resources to promote inquiry-based learning (IBL) in K-12 social studies, inquiry is not a defining element of the K-12 social studies classroom (Saye, 2017). Teachers face significant barriers to the use of inquiry-based learning. In particular, contextual barriers such as curriculum breadth, high-stakes testing, and lack of context-specific resources are indicated (e.g., Konopack et al., 1994; Martell, 2020; Voet & Wever, 2016). However, recent research presents applications of IBL in K-12 social studies classrooms, which suggests the potential to overcome barriers. This qualitative case study explored teachers’ practices to address contextual barriers to implement inquiry in middle school (6th-8th) social studies. This study aimed to identify and describe these exemplary practices to inform professional development and learning focused on increasing the use of IBL in social studies classrooms. The study was limited to contextual barriers and potentially transferable practices. The findings reveal that teachers’ backgrounds and experiences informed their practices, contextual barriers were dynamic, and teachers’ practices addressing contextual barriers related to their knowledge of students, and long-term instructional planning, collaboration, scaffolding, and facilitation skills. Recommendations are offered for professional development and learning.
","abstract_html":"<p><strong>Abstract</strong></p> <p>Despite over a century of advocacy by social studies scholars and professionals and the development of curricular resources to promote inquiry-based learning (IBL) in K-12 social studies, inquiry is not a defining element of the K-12 social studies classroom (Saye, 2017). Teachers face significant barriers to the use of inquiry-based learning. In particular, contextual barriers such as curriculum breadth, high-stakes testing, and lack of context-specific resources are indicated (e.g., Konopack et al., 1994; Martell, 2020; Voet & Wever, 2016). However, recent research presents applications of IBL in K-12 social studies classrooms, which suggests the potential to overcome barriers. This qualitative case study explored teachers’ practices to address contextual barriers to implement inquiry in middle school (6<sup>th</sup>-8<sup>th</sup>) social studies. This study aimed to identify and describe these exemplary practices to inform professional development and learning focused on increasing the use of IBL in social studies classrooms. The study was limited to contextual barriers and potentially transferable practices. The findings reveal that teachers’ backgrounds and experiences informed their practices, contextual barriers were dynamic, and teachers’ practices addressing contextual barriers related to their knowledge of students, and long-term instructional planning, collaboration, scaffolding, and facilitation skills. Recommendations are offered for professional development and learning.</p>","abstract_has_math":false,"creators":["Healy, Juliann Noble"],"institution":null,"degree_name":"Doctor of Education in Middle Grades Education - Social Studies (Ed.D)","degree_level":"Dissertation","degree_discipline":"Secondary and Middle Grades Education","degree_department":null,"school":null,"contributors":["Dr. Erin Adams","Dr. Guichun Zong","Dr. Camille Sutton-Brown"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-05-12T07:00:00Z","date_published":"2023-05-12T07:00:00Z","updated_at":"2026-07-24T02:44:06Z","subjects":["Inquiry-based learning","contextual barriers","teacher practices","middle school social studies","teacher beliefs","scaffolding","Curriculum and Instruction","Education","Junior High, Intermediate, Middle School Education and Teaching","Other Education","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/eddsmge/10","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Erin Adams","Dr. Guichun Zong","Dr. Camille Sutton-Brown"]},{"key":"dc:creator","label":"Author","values":["Healy, Juliann Noble"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-05-05T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Secondary and Middle Grades Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Middle Grades Education - Social Studies (Ed.D)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Inquiry-based learning","contextual barriers","teacher practices","middle school social studies","teacher beliefs","scaffolding","Curriculum and Instruction","Education","Junior High, Intermediate, Middle School Education and Teaching","Other Education","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/eddsmge/10"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Abstract
Despite over a century of advocacy by social studies scholars and professionals and the development of curricular resources to promote inquiry-based learning (IBL) in K-12 social studies, inquiry is not a defining element of the K-12 social studies classroom (Saye, 2017). Teachers face significant barriers to the use of inquiry-based learning. In particular, contextual barriers such as curriculum breadth, high-stakes testing, and lack of context-specific resources are indicated (e.g., Konopack et al., 1994; Martell, 2020; Voet & Wever, 2016). However, recent research presents applications of IBL in K-12 social studies classrooms, which suggests the potential to overcome barriers. This qualitative case study explored teachers’ practices to address contextual barriers to implement inquiry in middle school (6th-8th) social studies. This study aimed to identify and describe these exemplary practices to inform professional development and learning focused on increasing the use of IBL in social studies classrooms. The study was limited to contextual barriers and potentially transferable practices. The findings reveal that teachers’ backgrounds and experiences informed their practices, contextual barriers were dynamic, and teachers’ practices addressing contextual barriers related to their knowledge of students, and long-term instructional planning, collaboration, scaffolding, and facilitation skills. Recommendations are offered for professional development and learning.
"]},{"key":"dc:title","label":"Title","values":["Navigating the Context: Implementing Inquiry in the Middle School Social Studies Classroom"]}]}],"canonical_facts":{"dc:contributor":["Dr. Erin Adams","Dr. Guichun Zong","Dr. Camille Sutton-Brown"],"dc:creator":["Healy, Juliann Noble"],"dc:date.available":["2023-05-05T07:00:00Z"],"dc:description.abstract":["Abstract
Despite over a century of advocacy by social studies scholars and professionals and the development of curricular resources to promote inquiry-based learning (IBL) in K-12 social studies, inquiry is not a defining element of the K-12 social studies classroom (Saye, 2017). Teachers face significant barriers to the use of inquiry-based learning. In particular, contextual barriers such as curriculum breadth, high-stakes testing, and lack of context-specific resources are indicated (e.g., Konopack et al., 1994; Martell, 2020; Voet & Wever, 2016). However, recent research presents applications of IBL in K-12 social studies classrooms, which suggests the potential to overcome barriers. This qualitative case study explored teachers’ practices to address contextual barriers to implement inquiry in middle school (6th-8th) social studies. This study aimed to identify and describe these exemplary practices to inform professional development and learning focused on increasing the use of IBL in social studies classrooms. The study was limited to contextual barriers and potentially transferable practices. The findings reveal that teachers’ backgrounds and experiences informed their practices, contextual barriers were dynamic, and teachers’ practices addressing contextual barriers related to their knowledge of students, and long-term instructional planning, collaboration, scaffolding, and facilitation skills. Recommendations are offered for professional development and learning.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/eddsmge/10"],"dc:subject":["Inquiry-based learning","contextual barriers","teacher practices","middle school social studies","teacher beliefs","scaffolding","Curriculum and Instruction","Education","Junior High, Intermediate, Middle School Education and Teaching","Other Education","Teacher Education and Professional Development"],"dc:title":["Navigating the Context: Implementing Inquiry in the Middle School Social Studies Classroom"],"thesis:degree_discipline":["Secondary and Middle Grades Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Middle Grades Education - Social Studies (Ed.D)"]},"updated_at":"2026-07-24T02:44:06Z"}